In 2010, the percentage of middle schools teaching about HIV, other sexually transmitted diseases and pregnancy prevention was significantly lower in 11 states than compared with 2008.
In "Do College-Prep Programs Improve Long-Term Outcomes?", Northwestern University's C. Kirabo Jackson examines one particular college preparatory program geared at disadvantaged students, the Advanced Placement Incentive Program (APIP), and its impact on the educational attainment, employment status, and wage earnings of its participants. Jackson places his work in the context of research examining the effectiveness of other college preparatory programs aimed at disadvantaged students, but notes that APIP's strategy of using cash incentives for students and teachers to increase participation in the AP program sets it apart from other college preparatory programs like Upward Bound.
Data expert urges states to adopt a common data language to go along with common content standards and assessments.
A National Center for Education Statistics program will begin to study teaching best practices and conditions in the U.S. this Spring.
In "Improving Working Memory Efficiency by Reframing Metacognitive Interpretation of Task Difficulty," published in March's Journal of Experimental Psychology, researchers Frédérique Autin and Jean-Claude Croizet conducted three tests to examine how framing the learning process affected 6th graders' performance on a test.
From guest blogger Hannah Rose Sacks Math anxiety has been a topic of conversation in both the education and psychology fields for half a century. However, it is only recently that scientists have been able to find a physiological link. A new study, published in this month's issue of Psychological Science, finds that the part of the brain that activates when faced with fear-inducing stimuli reacts similarly when faced with problems involving math for those with performance fears surrounding math. When this part of the brain activates in people with math anxiety, the brain's ability to process and reason through ...
Recent research has regularly indicated that teacher coaching and high expectations for student behavior are characteristics of the most effective charter schools. In "Learning from Charter School Management Organizations: Strategies for Student Behavior and Teacher Coaching", researchers from the Center for Reinventing Public Education and Mathematica probe into exactly what those teacher coaching and behavior expectations look like.
President Obama has nominated Susanna Loeb to join the National Board for Education Sciences.
In "Where Should Student Teachers Learn to Teach? Effects of Field Placement School Characteristics on Teacher Retention and Effectiveness," the University of Michigan's School of Education's Matthew Ronfeldt seeks examines the relationship between the teacher placements and later retention and performance of 2,860 New York City teachers who had field placements during the 2003-04 school year. He finds that teachers who were placed in easier-to-staff schools were more likely to keep teaching in New York City's schools and performed better (as determined, yes, by value-added measures) than those who were placed in tough-to-staff schools.
In "Video Game Playing, Attention Problems, and Impulsiveness: Evidence of Bidirectional Causality," published in the American Psychological Association's Psychology of Popular Media Culture journal, researchers Douglas A. Gentile and Edward Swing from Iowa State University joined with Choon Guan Lin of the Institute of Mental Health in Singapore and Angeline Khoo of Singapore's National Institute of Education to examine the relationship between video games, attention, and impulse control. They found that students who spend more time playing video games are likely to have more attention problems later on, and that students who have attention disorders are likely to play more ...